Communication and Perspective-Taking Skills of Pupils Excluded or At Risk of Exclusion from School: An investigation into deficits in communication skill and implications for intervention

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Communication and Perspective-Taking Skills of Pupils Excluded or At Risk of Exclusion from School: An investigation into deficits in communication skill and implications for intervention

Please use this identifier to cite or link to this item: http://hdl.handle.net/10036/87153

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Title: Communication and Perspective-Taking Skills of Pupils Excluded or At Risk of Exclusion from School: An investigation into deficits in communication skill and implications for intervention
Author: Davies, Elizabeth Jill
Advisor: Avramidis, Elias
Publisher: University of Exeter
Date Issued: 2009-05-29
URI: http://hdl.handle.net/10036/87153
Abstract: The research focuses on young people excluded from school, and those identified as being at risk of exclusion. It assesses their skills in communication, empathy / perspective taking, and incorporates information from staff at their schools relating to their perceptions of the participants’ communication skills and their risk of exclusion. This data, along with interviews with a smaller sample of the young people who have experienced permanent exclusion, is used to discuss implications for policy and intervention with regard to supporting pupils with language difficulties. The research is set out in two papers. Paper One describes the findings from an assessment of communication skill and empathy / perspective taking. Paper Two uses the findings from Paper One to compare the participants’ skills with the perceptions of their teachers regarding their communication ability and risk of exclusion, and also describes the findings from interviews with a selection of the participants. The research demonstrated significant communication difficulties in the sample groups. This has implications for their prospects, as the literature review highlights the difficulties that young people can experience if their language difficulties are not addressed. The questionnaire completed by staff showed that although many staff were aware of the pupils’ language difficulties, they often underestimated the extent of these difficulties.
Type: Thesis or dissertation
Keywords: LanguageCommunicationExclusionEmpathy


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